Learning Objective:

 To apply the sight words can and see in reading .

Success Criteria:

I can read the sight words ‘can and see’

I can find ‘can and see’ in sentences when I read.

I can frame my own sentences using ‘can and see'

Learning Objective:

To sequence the story pictures.

Success Criteria:

I can identify the 3 key elements of the story                                         

I can sequence the story pictures                                                    

 I can change the ending or create a new ending or add new character

Learning Objective:

·        To apply letter F sound in words

Success Criteria:

·        I can identify the sound and pictures related to F

·        I can sort words beginning with Ff sound.

·        I can read  3 letter words  with f sound (eg, fun, fog, fig)

Learning Objective:

·        To sort objects based on their basic shape.

Success Criteria:

·        I can identify 4 basic shapes.

·        I can sort shapes.

·        I can build a picture using 4 basic shapes.

Learning Objective:

·        To apply the counting skills to build numbers 1-10

Success Criteria:

·        I can identify numbers

·        I can count and build groups of objects to match a given number.

·        I can compare 2 groups of  objects. / I can say what number is one more or one less than the given number.

Learning Objective:

To test objects as floating or sinking

Success Criteria

·        I can predict if an object will float or sink.

·        I can test the object in water.

·        I can sort objects into float and sink categories

Learning Objective:

·        Students will explore how mixing white and black with primary colors changes the color

Success Criteria:

·        I can predict what color I will make.

·        I can test by mixing white or black with a primary colour

·        I can compare using simple words.

Learning Objective:

To compare different community helpers .

Success Criteria

· I can identify the helpers                                                                 

· I can match the tools that are used by helpers.                                                                                            

· I can choose which helper is needed for different jobs.                                             

. Observations

• What: Watch students during activities to assess understanding and skills.

• How:

  • Use anecdotal notes (short, factual notes).

  • Use checklists and rating scales.

  • Focus on participation, communication, motor skills, and behavior.

2. Portfolios

• What: A collection of a child’s work over time.

• How:

  • Include drawings, writing samples, craft work, photos of constructions, etc.

  • Helps in tracking progress and sharing with parents.

3. Learning Stories

• What: Narrative observations that describe children’s learning experiences.

• How:

  • Describe an event or activity in detail and analyze what the child learned.

  • Personalized and often includes the child’s voice.

4. One-on-One Questioning

• What: Brief, guided conversations to assess understanding.

• How:

  • Ask questions like “What did you build?” or “Why do you think this floats?”

  • Use visuals, manipulatives, or storybooks to prompt responses.

5. Performance Tasks

• What: Hands-on activities aligned with learning goals.

• How:

  • Counting objects, sorting items, building patterns, retelling a story, etc.

  • Use rubrics or checklists to assess.

6. Checklists and Rubrics

• What: Lists of specific skills or behaviors.

• How:

  • Mark skills such as "Identifies letters A–Z" or "Can follow 2-step instructions."

  • Use 3- or 6-point scales (e.g., emerging, developing, confident).

7. Play-Based Assessment

• What: Assessment embedded in play.

• How:

  • Watch how children solve problems, role-play, or use materials creatively.

  • Look for critical thinking, collaboration, and communication.

8. Self-Assessment

• What: Simple, child-friendly reflection.

• How:

  • Use smiley faces or traffic lights (green = understood, red = need help).

  • Ask: “Was this easy, medium, or hard?”

    
    

Through Play

• How: Dramatic play, role play, building with blocks, using puppets.

• What it shows: Understanding of real-life roles, problem-solving, imagination, communication.

2. Drawings and Art

• How: Drawing, coloring, cutting and pasting, clay modeling.

• What it shows: Comprehension of a concept (e.g., parts of a plant, family members), creativity, fine motor skills.

3. Oral Responses

• How: Sharing during circle time, answering questions, telling stories.

• What it shows: Language development, comprehension, confidence.

4. Songs, Rhymes, and Chants

• How: Singing alphabet or number songs, rhymes related to topics.

• What it shows: Memory, phonemic awareness, engagement.

5. Hands-On Activities

• How: Sorting, matching, counting objects, sensory bins.

• What it shows: Concept mastery (e.g., numbers, shapes, colors), logic, and motor coordination.

6. Story Retelling or Dramatization

• How: Using puppets, props, or drawings to retell a story.

• What it shows: Comprehension, sequencing, vocabulary.

7. Movement and Gestures

• How: Acting out emotions, animal movements, positional words (e.g., up/down).

• What it shows: Understanding of concepts and ability to follow directions.

8. Learning Portfolios

• How: A collection of their own work: drawings, writing samples, photo evidence of activities.

• What it shows: Growth over time in multiple areas.

9. Peer Teaching or Group Work

• How: Working in pairs or groups to complete puzzles, sort cards, or build.

• What it shows: Collaboration, communication, application of knowledge.

Example:

After learning about plants, a child might:

• Draw and label a flower 🌼

• Plant seeds and describe their growth 🌱

• Sing a song about what plants need 🎵

• Retell the life cycle using hand movements 👐